Abstract
This study investigated the development of Bhutanese students’ views of the nature of science (NOS) as they engaged in an explicit and reflective approach. Seven aspects of NOS were integrated into the chemistry content in two learning units titled “matter and its composition” and “study of gas laws” over a time span of 6 weeks in a 9th Grade class. This study employed mixed method approaches which included the use of a questionnaire, semi-structured interviews, classroom observations, and a review of students’ journals, and assignments. Data were analyzed for established patterns and themes. Students’ views of the NOS in pre-instruction and post-instruction were categorized as naïve, transitional, or informed. The results indicated that at the end of the intervention, students’ views of the NOS had improved. It was seen that NOS-specific pedagogical knowledge and subject knowledge played an important role in the teacher’s ability to enhance students’ views of the NOS.
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